Integrative communication enrichment model (ICEM) & visual-spatial to improve speech utterance proficiency in children with autism spectrum disorders (ASD)

There are several symptoms that children with autism spectrum disorder (ASD) have, including communication and speech difficulties. They also display weak motor abilities, psychomotor issues, and cognitive impairments. By presenting new words, verbs, situations, and emotions to children through the use of pictures, the Picture Exchange Communication System (PECS) is a technique that aids in vocabulary growth, but it is less helpful for spoken utterance. The goal of this study is to determine how children with autism spectrum disorders ASD acquire spoken utterances in relation to the perceived approach (Visual-Spatial) PECS. Additionally, this study focuses on how speech utterances' cognitive growth influences their psychomotor development in terms of fluency and vocabulary growth. Instructor interviews were conducted to better explore this. Speech utterance is a psychomotor skill that depends heavily on the child's cognitive development. When auditory information is included, PECS helps children’s learn words by preparing them with their definitions and aiding in word memorization. They can only improve their speaking fluency and utterance after that. Children with autism spectrum disorder (ASD) frequently have challenging speech and communication conditions, such as cognitive delays, psychomotor challenges, and poor motor abilities. The Picture Exchange Communication System (PECS) was created as a tool to improve vocabulary learning by exposing children’s to new words, verbs, contexts, and feelings through visual cues. Its ability to sell voice utterance, however, is limited. This study aims to examine the effects of PECS's perceived approach, particularly its Visual-Spatial approach, on the growth of verbal utterances in ASD children. The study also looks at the role of cognitive development as a mediator in the relationship between speech utterances and psychomotor abilities, particularly fluency and vocabulary development. Speech production is a challenging psychomotor skill, and a child's cognitive development is key to this approach. The PECS programme helps children’s become more familiar with words and their meanings by including aural information, which aids with vocabulary retention. Children can enhance their abilities in speech utterance and fluency with this advanced knowledge, encouraging dynamic communication.